Posted here are reflections on assignments and experiences in Instructional Design.
Who benefits the most from educators stepping out of their comfort zone and pursuing knowledge in the technology field are students. And, rhetorically speaking, are not students the educators’ primary focus? At first glance, it may seem easy to incorporate technology into the classroom. Plug in a few computers, offer a few online videos, and use computer time as “reward” for getting the more traditional work completed. Sounds easy, right? Think again. To truly integrate technology into curriculum requires taking a hard look at educators’ traditionally “successful” teaching models. Shifting our thinking to backward design ensures that educators have a clear picture as to what learning looks like when we make assessments, both formatively and summatively. Working from the end to the beginning ensures that learning activities we select are relevant and pertinent. In a situation where educators need every second to “cover the content”, it becomes increasingly important to ensure that every step we take in the learning process is potent.
The course I developed in Schoology will be an opportunity to stretch my own learning regarding learning management systems and an opportunity to measure early elementary students’ proficiencies in using familiar technologies for learning. The greatest benefit I see in using Schoology’s course is the ability to present the information in the entire unit visually and in a logical, organized sequence. Students can view assignments, revisit previous assignments such as re-watching videos, can blog with other students to gain deeper understanding, and have the information available to them at home as well as at school. In the early stages of the course development, I was concerned that I’d be unable to post a great deal of content on Schoology. I’m anxious to see how students interact with the assignments and take the learning to the next step where students submit some of their work products via Schoology.
I will certainly use my experiences with Lamar’s online learning systems in my design for my own classroom’s online learning experience. The most striking benefits with online learning is the ability to pace the content with the learner. This type of differentiation is profound. Being able to revisit materials, including video lecture, revise comments on the discussion board based on new information, and the ability for nearly instant feedback can all be luxuries afforded to the classroom. I also find myself seeking out professional development opportunities offered via online. The convenience and ease of learning in this manner is an asset that I want to apply to my own teaching. I’m confident that other busy teachers are just as eager to continue their professional learning; they just need a way to fit it into their busy schedules. Online learning seems to be growing in popularity. The more teachers that come on board and experience this type of learning will be far more likely to begin to incorporate it into their teaching.
Some questions and comments I have regarding online learning have to do with ensuring that learning styles are being addressed. I am a very auditory learner, so I enjoy the video (really I just listen) portion of the online learning platform. For learners that are more visual, the articles that are easily accessed may satisfy their learning. Kinesthetic learners may enjoy the “closer to real-time” discussion board. I’d like to see more web conferencing as an integral part of the coursework, rather than just “voluntary.” Some other aspects that would be helpful and answer some of my questions are flow charts and other visual representations of the overall course. Usually, by week 4, I have an “aha moment” and begin to meld the bigger picture with the assignments. Having this information visually presented might offer that “aha moment” sooner in the process.
Having had the experience of pursuing my own education in an online environment, the questions that persist during each phase of lesson planning, is “how can I enhance this learning experience with technology?” and “how will the use of technology reach students in a way that traditional learning styles don’t address?” I know my colleagues are fondly annoyed at my responses in meetings with “can’t we put this on Google Docs?” or “can we start a Blog on this subject?” Since then, several have come to me with requests to show them what I’m talking about. It is in this grassroots effort that the change takes hold, creating a desire to learn more about the technology and putting ourselves as educators in a vulnerable place where we let students teach us about technology. We assume the role of coach, working from the sidelines, letting the students execute the plays. In the end, we all learn. Together.
Who benefits the most from educators stepping out of their comfort zone and pursuing knowledge in the technology field are students. And, rhetorically speaking, are not students the educators’ primary focus? At first glance, it may seem easy to incorporate technology into the classroom. Plug in a few computers, offer a few online videos, and use computer time as “reward” for getting the more traditional work completed. Sounds easy, right? Think again. To truly integrate technology into curriculum requires taking a hard look at educators’ traditionally “successful” teaching models. Shifting our thinking to backward design ensures that educators have a clear picture as to what learning looks like when we make assessments, both formatively and summatively. Working from the end to the beginning ensures that learning activities we select are relevant and pertinent. In a situation where educators need every second to “cover the content”, it becomes increasingly important to ensure that every step we take in the learning process is potent.
The course I developed in Schoology will be an opportunity to stretch my own learning regarding learning management systems and an opportunity to measure early elementary students’ proficiencies in using familiar technologies for learning. The greatest benefit I see in using Schoology’s course is the ability to present the information in the entire unit visually and in a logical, organized sequence. Students can view assignments, revisit previous assignments such as re-watching videos, can blog with other students to gain deeper understanding, and have the information available to them at home as well as at school. In the early stages of the course development, I was concerned that I’d be unable to post a great deal of content on Schoology. I’m anxious to see how students interact with the assignments and take the learning to the next step where students submit some of their work products via Schoology.
I will certainly use my experiences with Lamar’s online learning systems in my design for my own classroom’s online learning experience. The most striking benefits with online learning is the ability to pace the content with the learner. This type of differentiation is profound. Being able to revisit materials, including video lecture, revise comments on the discussion board based on new information, and the ability for nearly instant feedback can all be luxuries afforded to the classroom. I also find myself seeking out professional development opportunities offered via online. The convenience and ease of learning in this manner is an asset that I want to apply to my own teaching. I’m confident that other busy teachers are just as eager to continue their professional learning; they just need a way to fit it into their busy schedules. Online learning seems to be growing in popularity. The more teachers that come on board and experience this type of learning will be far more likely to begin to incorporate it into their teaching.
Some questions and comments I have regarding online learning have to do with ensuring that learning styles are being addressed. I am a very auditory learner, so I enjoy the video (really I just listen) portion of the online learning platform. For learners that are more visual, the articles that are easily accessed may satisfy their learning. Kinesthetic learners may enjoy the “closer to real-time” discussion board. I’d like to see more web conferencing as an integral part of the coursework, rather than just “voluntary.” Some other aspects that would be helpful and answer some of my questions are flow charts and other visual representations of the overall course. Usually, by week 4, I have an “aha moment” and begin to meld the bigger picture with the assignments. Having this information visually presented might offer that “aha moment” sooner in the process.
Having had the experience of pursuing my own education in an online environment, the questions that persist during each phase of lesson planning, is “how can I enhance this learning experience with technology?” and “how will the use of technology reach students in a way that traditional learning styles don’t address?” I know my colleagues are fondly annoyed at my responses in meetings with “can’t we put this on Google Docs?” or “can we start a Blog on this subject?” Since then, several have come to me with requests to show them what I’m talking about. It is in this grassroots effort that the change takes hold, creating a desire to learn more about the technology and putting ourselves as educators in a vulnerable place where we let students teach us about technology. We assume the role of coach, working from the sidelines, letting the students execute the plays. In the end, we all learn. Together.